First-Generation College Student Dissertation Abstracts: Research Strategies, Topical Analysis, and Lessons Learned

Banning, James H.

doi:10.5539/jel.v3n2p14

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…Traditionally, first-generation college students are faced with a myriad of possible obstructions to 4-year degree completion (Banning, 2014; Bui & Rush, 2016; D’Amico & Dika, 2013; Froggé & Woods, 2018; Hicks, 2003; Ishitani, 2016). In recent years, first-generation students’ obstacles to success have been studied using deficit models as a framework to identify and address at-risk populations (Tierney, 1999; Zervas-Adsitt, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Retention of first-generation college students, those whose parents do not have a college education, has been a recent focus for higher education institutions nationwide due to the many challenges this population faces (Banning, 2014; Bui & Rush, 2016; D’Amico & Dika, 2013; Froggé & Woods, 2018; Hicks, 2003; Ishitani, 2016). Although this group of students make up a large portion of the college student population, more than one third, they often experience many difficulties that differ from their continuing-generation peers during their time in college (Banning, 2014; Froggé & Woods, 2018; Hicks, 2003; McCarron & Inkelas, 2006). Due to college retention efforts being a primary goal of institutions of higher education, it is important for college student personnel to understand why students may not reach degree completion, especially those students who are first in their families to attend college.…”

Section: Introductionmentioning

confidence: 99%

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Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Capik

Shupp

2021

Journal of College Student Retention: Research, Theory & Pr

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There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor’s degree. Through first-hand accounts of participants’ experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population.

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